A Texas Substitute Teacher Was Dismissed for Pouring Soap in A Special Needs Student’s Mouth After He Cursed at Her!
CNS News–In a distressing incident at Cambridge School in Humble ISD, Texas, a substitute teacher was terminated following allegations of washing a student’s mouth with soap. This occurred on Tuesday and involved a special education student, raising significant concerns about the treatment of vulnerable children in educational settings.
The student, a 13-year-old named Harmony with Down syndrome, experienced this punitive measure after asking a question in class, which the substitute teacher misinterpreted as a swear word due to Harmony’s speech impediment. The situation escalated when Harmony resisted the teacher’s attempt to clean her mouth with a soapy napkin, leading to a physical altercation where Harmony slapped the substitute, who then retaliated.
LaShae Celestine, Harmony’s mother, expressed her shock and dismay upon viewing the classroom’s video footage, emphasizing the lack of patience and suitability of the substitute teacher for a special education environment. The school’s delayed notification to Celestine about the incident added to her distress.
Humble ISD responded by dismissing the teacher, reporting the incident to Child Protective Services, and initiating an investigation through the Humble ISD Police. The district’s statement highlighted their shock and condemnation of the substitute’s actions, underscoring the importance of respectful and protective treatment of students by educational staff.
Camera captured substitute force soap in mouth of Humble ISD student with Down syndrome, mom says https://t.co/qzxOblswkE
— ABC13 Houston (@abc13houston) January 26, 2024
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This incident brings to light critical issues regarding the training and selection of substitute teachers, especially those working with special needs students, and the mechanisms in place to ensure student safety and well-being in schools. The ongoing investigation and the district’s report to the Texas Education Agency will likely further address these concerns and potentially lead to broader implications for substitute teacher policies and practices in educational institutions.